Phase 1: Discovery Discovery builds a solid foundation for your ideas. Creating a meaningful understanding gives you the opportunity for insights not otherwise discovered. Discovery means opening up to new opportunities and getting inspired to create new ideas. With the right preparation, this can be eye opening and will give you a good understanding of your design thinking challenge.
1-1 Understand the problem
In this first step of Design Thinking, the students will go through the process of understanding the problem.
Review the problem:
What do I know? Here the students write their thoughts about the problem, listing everything they believe they know about the problem. The students will interview the other student to get this information. This helps the students stay on task and not slip into conversation.
What do I want to know? After the students conduct their interviews and list all that they know, they may want to list things that they discovered they want to know.
1-2 Research the problem
At this point students will research the topic to go beyond what they already know. They can do their research in a variety of ways. They may want to research on the Internet, from a book, interview an expert, visit an outside location or make observations. (Note: Their research could include curriculum coverage, direct teaching, or a class activity). The idea is to gather as much information about the challenge as possible.
1-3 Gather Inspiration
By immersing themselves in the challenge, students will start to see the important attributes and hopefully develop focus that inspires them.
Discovery builds a solid foundation for your ideas. Creating a meaningful understanding gives you the opportunity for insights not otherwise discovered. Discovery means opening up to new opportunities and getting inspired to create new ideas. With the right preparation, this can be eye opening and will give you a good understanding of your design thinking challenge.
1-1 Understand the problem
In this first step of Design Thinking, the students will go through the process of understanding the problem.
Review the problem:
What do I know? Here the students write their thoughts about the problem, listing everything they believe they know about the problem. The students will interview the other student to get this information. This helps the students stay on task and not slip into conversation.
What do I want to know? After the students conduct their interviews and list all that they know, they may want to list things that they discovered they want to know.
1-2 Research the problem
At this point students will research the topic to go beyond what they already know. They can do their research in a variety of ways. They may want to research on the Internet, from a book, interview an expert, visit an outside location or make observations. (Note: Their research could include curriculum coverage, direct teaching, or a class activity). The idea is to gather as much information about the challenge as possible.
1-3 Gather Inspiration
By immersing themselves in the challenge, students will start to see the important attributes and hopefully develop focus that inspires them.
Created and maintained by Steven Will